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Copyright of Revista Electrónica en Educación y Pedagogía is the property of Jenny Alejandra Mera Cordoba and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of E-balonmano.com: Journal of Sports Science / Revista de Ciencias del Deporte is the property of Federacion Extremena de Balonmano and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: teachers have been identified as the cornerstone in the development of digital competences as a guarantee for reducing the digital divide among pupils. Objective: to analyse the level of digital competence of teachers in the Canary Islands with regard to the application of ICT to cater for diversity. Method: a descriptive cross-sectional study was designed with a sample of 382 teachers (100 males and 282 females). The questionnaire used was called Diagnosis and teacher training for the incorporation of ICT in students with functional diversity. Results: Global ICT knowledge scored substantially below the average of the questionnaire in all the Canary Islands. According to the initial training of the teachers, significant differences were found in all dimensions in favour of Special Education teachers (p < .05). Those with 1-3 years of experience have more ICT training (p < .05). Conclusion: there is a low level of training among all teachers in the Canary Islands with regard to the application of ICT with pupils with functional diversity. However, teachers with a specialisation in Special Education and those with less professional experience show greater ICT training. Future lines of research should shed more light on how digital training courses for teachers can have an impact on the holistic development of schoolchildren. [ABSTRACT FROM AUTHOR]

There is currently a scientific trend to study the association between energy balance and its impact on health from the earliest stages of life. The aim of this study was to examine whether diet quality and physical activity moderate the association between weight status and basal metabolism in a sample of Murcian primary schoolchildren aged 8-12 years. Basal metabolism was calculated according to height, sex, and weight, with fixed coefficients following validated formulae. Physical activity was measured with the Krece-Plus test; the KIDMED questionnaire was used to quantify diet quality and nutritional status was assessed by body mass index (BMI; kg/m2) adjusted for sex and age. The results obtained indicate that overweight schoolchildren had a higher basal metabolism than their normal-weight peers considering their diet quality and physical activity level (p<.001, for both). Also, the effects of weight status on basal metabolism may be moderated by diet quality (p<.05) but not by physical activity (p>.05). These results may be of particular interest to educational and health personnel since generating strategies to improve schoolchildren's eating habits, especially towards higher diet quality, could be vital as a method to increase basal metabolic energy expenditure and their overall health. [ABSTRACT FROM AUTHOR]

Copyright of Acta Paedagogica Vilnensia is the property of Vilnius University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of REICE. Ibero-American Journal on Quality, Effectiveness & Change in Education / REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educación is the property of Red Iberoamericana de Investigacion sobre Cambio y Eficacia en Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aimed to analyse the relationship between the formative assessment (FA) of Physical Education teachers and the level of self-concept of primary school students. In this descriptive cross-sectional study of 122 schoolchildren, selfconcept was assessed using the Piers-Harris Self-Concept Scale and the teacher's formative assessment practices through the teacher performance questionnaire associated with formative assessment practices whose scores were validated. The analysis of bivariate correlations showed that higher values in proactive FA correlated with lower values in physical self-concept and higher values in behavioural, intellectual, and social self-concept (p < 0.05, for all) and interactive FA with higher values in social self-concept (p < 0.05). The simple analysis of variance detected statistically significant differences in proactive and interactive FA (p < 0.05, for all) in favour of those who had a higher level of self-concept. In turn, the linear regression test indicated that higher values in retroactive FA are associated with higher values in social self-concept (p < 0.039) and, that higher values in proactive FA are associated with lower values in physical self-concept (p < 0.023). It can be concluded that the FA of the Physical Education teacher can be a differentiating element in the development of self-concept. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: The imposition of an aesthetic model in current societies generates dissatisfaction with the body itself. This situation can be aggravated during the pandemic and at an early age. Objective: to determine the relationship between the degrees of satisfaction with body image, anthropometric variables and anxiety index in primary school children during the state of alarm decreed due to COVID-19. Material and methods: This cross-sectional descriptive study was carried out on 23 March 2020 and consisted of a sample of 116 Spanish primary schoolchildren aged between 8 and 12 years. The anxiety index was assessed using the Spence Children Anxiety Scale (SCAS) questionnaire. The degree of satisfaction with body image was assessed using an item from the Health Behavior in School-aged Children questionnaire (2009). Results: the descriptive analysis showed that women have a lower percentage of satisfaction with body image (p <0.005), higher anxiety (p <0.005) and lower weight (p <0.005) compared to men. Likewise, the linear regression test showed an association between the degree of satisfaction with body image with age, weight, BMI and the anxiety index with a value of R2 = 0.293. Conclusion: the degree of satisfaction with body image is associated with anthropometric variables and anxiety in women but not in primary school boys. [ABSTRACT FROM AUTHOR]

Introduction: Childhood weight overload has reached global levels that represent a social concern. Objective: The objective of this study was to analyze the relationship between body mass index, sex and the number of siblings in adolescents. Methods: Descriptive study with a sample of 310 schoolchildren from Castilla la Mancha (164 males (52.9%) and 146 females (47.1%) (M ± DE, 10.87 ± 0.54 years) The weight status was calculated by means of the BMI (weight (kg)/height (cm)²) and the number of siblings was found through a questionnaire. Results: Significant differences have been found in favor of males in greater weight (p <0.041) and overweight (p <0.001). However, women obtain a greater average in normal weight (p <0.001). In turn, there are differences in favor of schoolchildren in normal weight who have only one sibling, both in women and in the total sample (p <0.005). However, significant differences have been found in favor of weight status in weight overload in those who have two or more siblings, both in men and for the total sample (p <0.001). As a complementary analysis, the ANOVA test showed that schoolchildren with only one sibling have a healthier weight status (normal weight vs. overweight) compared to schoolchildren who have two or more siblings (p <0.039). Conclusions: the number of siblings can be a differentiating factor in the state of weight in adolescents. [ABSTRACT FROM AUTHOR]

The aim of this study was to analyze the primary school students' perception of their motor competence in the area of Physical Education, with respect to the affective domain and improvement. The sample consisted of 428 primary school students aged between 8 and 12 years (M=10.43; SD=0.837) (Castilla La Mancha, Spain). Perceived motor competence (PMC) was measured by the Perception of Competence Questionnaire (POC); perfectionism was measured by the three subscales of the Child Perfectionism Questionnaire, and, finally, affectivity was assessed by the PANAS (Positive and Negative Affect Schedule) questionnaire. Positive correlations were obtained between all the dimensions of the PMC and self-improvement (p<.05). Significant gender differences were found in the PMC dimension Peers and Self-Experience, with higher scores in males (p<.05). Differences were also found in the PMC dimension Peers as a function of weight status, being lower in the overweight group (p<.05). Age was related to self-experience being higher the older one was (p<.05). A model was generated that explained 23.7% of PMC with the total dimension of self-improvement and weight status. Three distinct profiles, called high, medium and low self-improvement, were detected. These groups in turn showed an analogy in perceived motor competence, high, medium and low, the result also obtained in the regression analysis (p<.05). These results extend the relationship between perceived motor competence and self-improvement in primary school children and are potentially of interest to the fields of education and psychology. [ABSTRACT FROM AUTHOR]